2 AgendaOverview of Title I, Part D and Title I, Part A Neglected Set-AsideSenate Bill 115Overview of Teaching Multiple Courses in Same ClassroomStudent Centered LearningOrganization & PlanningIdeas & LessonsQuestions

3 Neglected, Delinquent and At-Risk Youth Education ProgramOverview of title I, Part d & Title I, Part A, Neglected Set-AsideNeglected, Delinquent and At-Risk Youth Education Program

4 Overview of title I, Part d & Title I, Part A, Neglected Set-AsideNeglected and Delinquent Children defined:Neglected = Children and youth who are in need of care due to abandonment, neglect, or death of their parents or guardians.Delinquent = Children who have been adjudicated to be delinquent or in need of supervision.

5 Overview of title I, Part d & Title I, Part A, Neglected Set-AsideGrantees and PopulationTitle I, Part AProvides financial assistance to LEAs and schools with high numbers or high percentages of poor children to help ensure that all children meet challenging state academic standardsUS ED determines the LEA Title I, Part A neglected set-aside amount based on the neglected child count derived from the N&D Annual SurveyTitle I, Part DSubpart 1 - Provides financial assistance to educational programs for youth in state-operated facilities or community day programsSubpart 2 - Provides financial assistance to support eligible LEA programs involving collaboration with locally operated correctional facilities

6 Overview of title I, Part d & Title I, Part A, Neglected Set-AsideSubpart 1Provides assistance for State Agencies:Georgia Department of Juvenile Justice (DJJ)Georgia Department of Corrections (GDC)Georgia Department of Behavioral Health and Developmental Disabilities (DBHDD)Subpart 2Provides assistance for LEAs:Working in collaboration with local residential correctional facilities (In Georgia, O.C.G.A (b) facilities MAY be eligible)

7 Overview of title I, Part d & Title I, Part A, Neglected Set-AsideServices for N&D ChildrenIn general, the same allowable services provided under Title I, Part A are the same type of services provided to N&D residential facilities and childrenResources provided to N&D residential facilities and children should supplement, and not supplant, the “regular” school programServices may include before and after school tutorials, summer school, credit recovery, educational materials and supplies, vocational education, counseling services, and more

8 Overview of title I, Part d & Title I, Part A, Neglected Set-AsideThe Title I, Part A, Neglected Set-Aside may be used in local or state RTFs for neglected or delinquent children for any of the following activities:To improve educational services by assisting students in meeting academic challengesHire additional teachers, para professionals, educational counselors, and other staff members to provide additional instruction in areas of greatest needTrain teachers, aides, and other staff members who are actively involved in providing Title I services to neglected and delinquent childrenProcure needed educational materials and equipment for Title I instruction, including books, computers, audiovisual equipment and supplies, and classroom materialsThese funds follow the same use of funds as a regular Title I, Part A allocation

18 I LOVE FLASH CARDS! Making them—Students and/or Teachers Study ToolsMatching, MemoryAll Kinds of GamesResearch ToolsQuestions for the Teacher/StudentsYes/No or Red/Green (Formative Assessment)Test QuestionsTickets out the DoorMake your own using Tables in Word

19 EVEN MORE GREAT FLASH CARD IDEASIndex Cards: The King of Study Aids:Flashcard Machine:Quizlet:

24 Move Towards More— Student-Centered Learning (SCL)Facilitate: Involve students in learning activities in class—presentations, question and answer, discussion or other activitiesMotivate: Give motivation and spirit to students that will build confidence. Place students at the center of learning, not teachers or the curriculumInspire: Act as a student assistant and as a friend who can provide inspiration to studentsSource:

25 SCL: 7 Elements “Active rather than passive learning;An emphasis on deep learning and understanding;Increased responsibility and accountability on the part of the student;An increased sense of autonomy in the learner;

26 SCL: 7 Elements An interdependence between teacher and learner;Mutual respect within the learner-teacher relationship; andA reflexive approach to the teaching and learning process on the part of both teacher and learner.”Source: Lea, S. J., D. Stephenson, and J. Troy (2003). Higher Education Students’ Attitudes to Student Centred Learning: Beyond ‘educational bulimia’. Studies in Higher Education 28(3), As found in

27 SCL: 9 Principles SCL requires an ongoing reflexive process.SCL does not have a “one-size-fits-all” solution.Students have different learning styles.Students have different needs and interests.Choice is central to effective learning in SCL.

28 SCL: 9 PrinciplesStudents have different experiences and background knowledge.Students should have control over their learning. (courses, curricula, evaluation)SCL is about enabling, not telling.Learning needs cooperation between students and staff.Source: (pp. 3-4)

32 CENTERS / STATIONSHave “supplies and materials that work well together and give students the tools to complete activities and mini-projects”“What types of learning centers are appropriate? Classroom size, students’ interest, and grade level will help you determine your decision”

40 SIMULATIONS Allow students “to experiment with real-world activities”“Simulation activities can give students a ‘safety net’ while they are learning”Role-PlayingDebatingSimulation Software

41 ROLE-PLAYING: 3 ASPECTSBriefing—establishing the situationDrama or Role-PlayDebriefing—follow up discussionSource:

42 ROLE-PLAYING CONSIDERATIONSKnow your students and what they can handleGoals, rules, assignments, expectations in advanceApproximate reality as much as possibleLet students know how they will be evaluated in advanceSource:

43 SETTING UP A DEBATE IN THE CLASSROOMSet a clear topic and assign contrasting viewpointGive students time to research and prepareOpportunities to cross-examine, judgeEssay, assessment, other types of follow-upSource:

44 SIMULATION SOFTWARE CONSIDERATIONSIt must be an appropriate gameThe game needs to embody the learning objectivesNon-gamers need structure and supportSource:

45 SIMULATIONS ON THE WEBNet Frog:Shedd Aquarium:Learner.org for Students:Thinkport:Bitesize:eduweb:Mission US: A Revolutionary Way to Learn History:Gizmos:The Stock Market Game:

46 SIMULATIONS: A NOTE ABOUT ASSESSMENT“If assessing learning based on game outcomes, depending on the game design, game results may or may not indicate that significant learning has occurred. (For example, even if a student ‘loses’ in a simulation, it might not mean that s/he did not learn; and alternatively, a student who faired well may have learned alternative strategies unrelated to intended learning objectives.”Source:

47 Want More Information About Simulations?Concept to Classroom:Strategies in the Social Studies Classroom:Instructional Strategies Online:Learning Simulations Add to Classroom Lessons:Interactive Websites, Games, and Activities:

48 Want More Information About Simulations?Using Games and Simulations for Teaching:Best Practices for Using Games and Simulations in the Classroom:How to Bring Debating Activities into the Classroom:Classroom Debates:

49 PRESENTATIONS“To perform a successful presentation the student must understand the subject matter, the psychology of the planned audience, different presentation strategies, and how to organize the information in the most efficient and effective manner Presentation formats range from simply talking in front of the class to designing complex interactive computer-based information systems to be delivered through the Internet”Source:

53 CLASSROOM SET-UP TIPS Make your crowded classroom feel bigger by:Use tables instead of desksUse chair pockets for storageMake inexpensive cubbies using removable hooks and plastic milk cratesLeave one wall completely blank. Your students are as overwhelmed by all the bodies in the room as you areOutline the borders of chalkboards and whiteboards with twinkle lights. When the class gets too noisy, turn off the main lights, and turn on the twinkling lights. The students will quiet downUse area rugs. They cut down noise and define tight spacesThink of your room in levels. Use the space above the students as well as under their desksDeclutter and simplifySource: https://www.nea.org/tools/51504.htm

55 A FEW GENERAL TIPSEmpower children to work independently where appropriateUse colored foldersLists of things to be doneSet guidelines to avoid interruptions.Use a timerYou don’t have to use a completely different lesson plan for each courseCarve out quiet timeSource:

67 SAMPLE BOOK Study Strategies Tips such as:Sit in the front when possibleLean forward while listeningStudy in short burstsFor more tips try Where There’s a Will There’s An A: How to Get Better Grades in College”:

69 SAMPLE BOOK Weekly Lesson Plans Shared with Students: ExpectationsOrganized ChaosAssignments Due at End of WeekImage Source:

70 SAMPLE BOOK Wednesday, January 10th Essential QuestionALL Subjects: Which branch of government is most like a cell nucleus?Activating Strategy (Bell Ringer)Science: Answer in your notes: If I was a cell part, I would be __ because __.Social Studies: Answer in your notes: If I worked in a branch of government, it would be ___ because ___.

75 SAMPLE BOOK Pop Quizzes and Quick Checks Universal solventLocated inside the nucleus of an atomGGGSPEF

76 SAMPLE BOOK Cross-Curricular Assignments Working with SentencesCongress adopted ten amendments to the Constitution.Became known as the Bill of Rights.

77 SAMPLE BOOK Student Interest (Relatable) and Opportunities to TalkClass Surveys/Group Work to Learn/ Determine Mean, Median, Mode, Range, Create Graphs, Venn DiagramsWhat do you think is a good age for a person to be before getting married?What is the most you would pay for a pair of sneakers?

78 SAMPLE BOOK Calendar ActivitiesJune 20, 1782: The U.S. Congress approved the Great Seal of the United StatesCompare/contrast the symbolism of the Great Seal to U.S. currency or the U.S. flagDesign a modernized version of the Great SealCheck out: and

79 SAMPLE BOOK Journals My big goal for this year is…My favorite smell is…What is a good neighbor?What would you do if you woke up in another country and no one could understand you?What would you do if you saw a friend cheating—report it, confront the friend, do nothing—and why?Should animals be used for medical research?Check out: and

91 SAMPLE BOOK Visual Aids and Mnemonic DevicesPlatyhelminthes: “Plat” rhymes with “flat”. Platyhelminthes is a group of flatworms.Branches of GovernmentE—Executive EnforcesL—Legislative Leads to LawsJ—Judicial Judges